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This  book  may  be  kept  out  one  month  unless  a  recall 
notice  is  sent  to  you.  It  must  be  brought  to  the  North 
Carolina  Collection  (in  Wilson  Library)  for  renewal. 


Educational  Publication  Xo.  102  Division  of  School  Inspection  No.  26 


STANDARDS 


Elementary  Schools 


NORTH  CAROLINA 


1926-27 


published  by 

State  Superintendent  of  Public  Instruction 

Raleigh,  N.  C. 


AIMS  OF  ELEMENTARY  EDUCATION 


The    aims    of    elementary    education    in    terms    of    life    objectives 
have  been  defined  as  :* 

1.  Health.     The  school  should  provide  the  knowledge  of  health 

conduct  necessary  throughout  life ;  for  the  welfare  of  the 
individual  and  the  perpetuity  of  the  race  are  both  depend- 
ent on  physical  vigor  and  sound  health. 

2.  Fundamental      Processes.     Command      of     the      fundamental 

processes  must  be  acquired.  They  are  the  tools  essential 
to  efficiency  in  all  practical  activities  and  daily  work. 

3.  Civic    and    Social    Relations.     There    need    to    be    developed 

those  ideals  and  habits  of  civic  and  social  relations:  (a) 
citizenship,  (b)  moral  and  ethical  character,  (c)  worthy  home 
membership. 

4.  Recreation.     The  school  should  cultivate  interests  and  means 

of  recreation  of  common  value  to  all;  for  leisure  time  should, 
be  used  for  the  enjoyment  and  enrichment  of  life. 


*Adai5ted  from  "The  Elementary  School  Curriculum"  by  Bonser.  The  Macmillan   Company. 


CONTENTS 


Page 

Aims   of   Elementary   Education 2 

Foreword    4 

Introduction  5 

Classes   of   Standard   Schools 7 

Course  of  Study 11 

Equipment 13 

Supplementary    Readers    13 

Maps   and   Globe 13 

Library    13 

Special    Primary    Equipment 14 

Additional   Equipment  Recommended 16 

Records    and    Reports 17 

Building IS 

Suggestions  for   Securing  Special  Primary  Equipment 21 

Report  on   Standardization  of  Elementary  Schools   for  1925-1926 22 

Standard  Elementary  Schools — Rural 23 

Standard  Elementary  Schools — Special  Charter 25 


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FOREWORD 


These  standards  for  elementary  schools  have  been  prepared  with 
the  hope  that  they  may  contribute  to  the  upbuilding  and  strengthening 
of  the  elementary  schools,  which,  as  the  foundation  of  our  public 
school  system,  must  meet  the  common  needs  of  all  our  children,  not 
only  in  giving  them  the  fundamentals  of  an  education,  but  in  enriching 
and  broadening  their  lives. 

Grateful  acknowledgment  is  made  to  the  superintendents,  supervisors, 
principals  and  teachers  whose  hearty  cooperation  made  possible  the 
study  of  the  schools  of  the  State  on  which  these  standards  are  based, 
and  to  the  members  of  the  committees  on  standards  from  the  primary 
and  grammar  grade  departments  of  the  I^orth  Carolina  Education 
Association. 

Helpful  suggestions  were  given  by  the  members  of  the  special  advisory 
committee  appointed  by  Superintendent  Allen,  who  gave  time  and  study 
to  the  work:  Superintendent  L.  J".  Bell,  J.  "W.  Carr,  Jr.,  C.  L.  Coon, 
J.  S.  Edwards,  S.  G.  Hasty,  J.  C.  Lockart,  J.  F.  Webb,  C.  C.  Haworth, 
Frederick  Archer,  T.  R  Foust ;  Doctors  M.  R.  Trabue,  E.  W.  Knight, 
A.  M.  Jordan;  Mr.  F.  H.  Koos,  Mr.  Leon  Meadows,  Mr.  T.  E.  Story, 
Miss  Ha  Johnston,  Mrs.  J.  A.  Eobinson,  Miss  'Nell  Armfield,  Miss 
Maycie  Southall,  and  Miss  Louise  Lancaster. 

The  cooperation  of  the  members  of  the  State  Department  of  Education 
is  appreciated,  especially  the  assistance  given  by  the  Division  of 
Schoolhouse  Planning  in  preparing  the  building  standards. 

Susan  Fulghum, 
State  Inspector  Elementary  Schools. 


INTRODUCTION 


This  bulletin  on  Standards  for  Elementary  Scliools  was  prepared 
by  Miss  Susan  Fulghum,  State  Inspector  Elementary  Scliools,  State  De- 
partment of  Education,  after  consultation  Avith  many  teachers  and 
superintendents. 

For  a  long  time  there  has  been  a  feeling  in  Xorth  Carolina  that  there 
should  be  a  clear  statement  of  the  minimum  conditions  under  "which 
standard  instruction  in  the  elementary  schools  can  be  given.  The  move- 
ment for  the  elimination  of  the  one-teacher  school,  by  means  of  con- 
solidation and  transportation,  created  a  need  for  such  a  statement. 

The  new  school  code,  ivhich  requires  the  county  board  of  education 
to  prepare  a  county-wide  plan  of  organization  before  going  further 
with  any  kind  of  consolidation,  has  greatly  accentuated  the  need  for  such 
a  statement  of  standards;  because  the  plan  of  organization  adopted 
now  and  provided  with  a  system  of  permanent  buildings  will  probably 
fix  the  type  of  school  in  North  Carolina  for  the  next  generation. 

The  State  Department  of  Education  is  trying  to  answer  with  this 
bulletin  this  insistent  demand  from  the  field. 

It  is  hoped  that  it  will  serve  many  useful  purposes  for  county 
superintendents  and  county  boards  of  education ;  not  only  in  plan- 
ning the  organization  of  the  entire  system  and  in  determining  the 
size  of  the  local  schools,  but  also  in  setting  up  a  neAv  level  of  teacher 
preparation,  and  in  emphasizing  the  need  for  increased  teaching  equip- 
ment. It  should  in  this  way  be  a  great  stimulus  to  local  communities 
in  their  efforts  to  provide  better  educational  facilities  and  should  give 
to  the  local  Parent-Teacher  Association  a  definite  goal  to  strive  for. 

It  is  suggested  that  county  boards  of  education  accept  graduation 
from  a  standard  elementary  school  for  unconditional  entrance  into  the 
standard  high  schools  of  the  county.  Perhaps  a  standard  elementary 
school  should  later  be  required  in  connection  Avith  every  standard  high 
school. 

The  State  Department  will  send  a  visitor  to  schools  desiring  to  be 
placed  on  the  list;  and,  at  the  end  of  each  scholastic  year,  a  list  of  the 
standard  schools,  measuring  up  to  the  standards  herein  set  forth,  will 
be  printed  for  distribution.  This  list  will  be  based  on  information  se- 
cured by  visits  and  from  the  reports  submitted  by  the  various  schools. 

The  general  scheme  was  submitted  to  the  various  departments  of  the 
North  Carolina  Education  Association  and  almost  unanimously  ap- 
proved by  them.  A  committee  of  twenty-five  superintendents  and 
teachers  met  in  the  office  of  the  State  Superintendent  and  debated  every 
item  of  the  standards  and  approved  the  general  scheme.     These  stand- 


6  Introduction  • 

ards  cannot,  therefore,  be  called  ''office  standards,"  because  they  have 
been  compiled  out  of  the  experience  of  people  now  actually  engaged  in 
the  service. 

At  the  end  of  the  first  year,  this  bulletin  is  reprinted,  together  with 
the  report  of  the  year's  activities  of  the  Inspector  of  Elementary 
Schools.     The  results  are  very  gratifying. 

Perhaps  the  standards  will  need  to  be  modified  within  the  next  few 
years,  so  as  to  include  a  principal  who,  under  the  general  supervision 
of  the  proper  school  authorities,  will  have  direct  supervisory  authority 
over  the  activities  of  the  elementary  school.  Young  teachers  with 
certificates  as  high  as  a  Primary  or  Grammar  Grade  B  based  on 
normal  school  graduation,  should,  in  their  summer  school  work,  begin 
to  specialize  in  the  direction  of  elementary  principalship. 

It  is  suggested  that  superintendents  begin  to  give  the  same  careful 
consideration  to  the  employment  of  principals  for  elementary  schools 
that  they  have  been  giving  heretofore  to  the  selection  of  high  school 
principals. 

An  elementary  principal  should  be  thoroughly  familiar,  by  both 
training  and  practice  with  the  whole  elementary  field,  and  the  same 
high  level  of  training  should  be  required  as  is  now  required  of 
supervisors. 

In  the  union  schools,  of  course,  the  high  school  principal  will  have 
general  administrative  control.  If,  in  addition  to  this,  one  of  the 
elementary  teachers  could  be  made  a  part  time  supervising  principal 
for  the  elementary  grades,  great  good,  in  my  opinion,  could  be 
accomplished. 

I,  therefore,  commend  to  all  people  interested  in  elementary  educa- 
tion in  J^orth  Carolina,  a  careful  study  of  this  bulletin,  with  a  view 
to  the  improvement  of  conditions  in  their  localities. 


State  Superintendent  Public  Instruction. 


STANDARDS  FOR  ELEMENTARY  SCHOOLS 

CLASSES  OF  STANDARD  SCHOOLS 


Two    groups   of   standard    elementary   schools    have    been    worked    out.    In 
each  group  are  two  classes.     These  are: 

Group     I — Class  A  and  Class  B. 
Group  II — Class  A  and  Class  E. 

The  requirements  for  these  groups  are  as  follows: 

GROUP  I— CLASS  A 

1.  Seven-year  course  of  study.* 

2.  Length  of  Term.     Nine  months  or  180  days,  exclusive  of  holidays. 

3.  Number  of  Teachers.     At  least  fourteen  whole-time  teachers. 

4.  Qualification    of    Teachers. t     The    majority    of    teachers    must    hold    Pri- 

mary and  Grammar  Grade  Certificates.  No  teacher  shall  hold  a  cer- 
tificate lower  than  an  Elementary  Class  A.  Teachers  holding  High 
School  Certificates  may  teach  only  in  grades  four  to  seven. 

5.  Attendance.     At  least  450  pupils  in  average  daily  attendance. 

The  number  of  pupils  per  teacher  should  not  exceed  forty  pupils  in 
average  daily  attendance. J 

6.  Requirements   for   completion  of  a  standard   elementary   school   must   in- 

clude satisfactory  completion  of  the  prescribed  seven-year  course  of 
study  in  Reading,  English  (including  Language  and  Spelling),  and 
Arithmetic:  Geography — grades  four  to  seven;  History — grades  five 
to  seven;  Civics — grade  seven.  The  suggested  minimum  amount  of 
time  must  be  devoted  to  Health  and  Physical  Education,  Writing, 
Music  and  Drawing  in  all  grades.     (See  page  11.) 

7.  Equipment: 

a.  At  least  three  sets  of  supplementary  readers    (20   copies  in  a  set) 

for  each  grade. 

b.  Required  number  of  maps  and  a  globe  at  least  12"  in  diameter. 

c.  Dictionaries   owned    by   all    pupils   in   grades    four   to    seven,   or   at 

least  two  dozen  dictionaries    (owned  by  school)    for  each  grade — 

four  to  seven. 
A  teacher's  desk  dictionary  in  each  grade — four  to  seven. 
One  unabridged  dictionary  for  use  in  grades  four  to  seven. 

d.  Library  of  at  least  700  volumes,  including  required  subjects. 

e.  Special  equipment  for  primary  work. 

8.  Required  permanent  records. 

9.  An  adequate,  sanitary  building. 


■  *  In  schools  offering  twelve  years  of  work  organization  on  the  six-year  elementary  and  six- 
year  high  school  plan  (junior  and  senior  high  school)  is  accepted.  The  seventh  school  year 
may  be   substituted   for   the   seventh   grade. 

t  The  qualifications  of  teachers  will  probably  be  raised  for  the  year  1927-28;  certainly  in  a 
few   years. 

t  While  forty  pupils  is  a  large  average,  it  may  be  necessary  in  some  grades  in  ord^r  to 
make  the  attendance  required  by  law  for  the  whole  school  of  thirty-five  pupils  for  each  ad- 
ditional  teacher   after   the  first   four   teachers   and   one   humlred   pupils. 

If  the  average  daily  attendance  in  a  few  grades  reaches  forty-three  pupils,  this  condition 
will  be  considered  temporary   and   will   not  keep   the  school  off   the    accredited   list. 


Standards  for  Elementary  Schools 


GROUP  I— CLASS  B 

1.  A  seven-year  course  of  study.* 

2.  Length  of  Term.     Nine  months  or  180  days  exclusive  of  holidays. 

3.  Number  of  Teachers.     At  least  eight  whole-time  teachers. 

4.  Qualification    of    Teachers. t      The    majority    of    teachers    must    hold    Pri- 

mary and  Grammar  Grade  Certificates.  No  teacher  shall  hold  a  cer- 
tificate lower  than  an  Elementary  Class  A.  Teachers  holding  High 
School  Certificates  may  teach  only  in  grades  four  to  seven. 

5.  Attendance.     At  least  240  pupils  in  average  daily  attendance. 

The  number  of  pupils  per  teacher  should  not  exceed  approximately 
forty  pupils  in  average  daily  attendance.! 

6.  Requirements   for   completion   of  a  standard   elementary   school   must   in- 

clude satisfactory  completion  of  the  prescribed  seven-year  course  of 
study  in  Reading,  English  (including  Language  and  Spelling),  and 
Arithmetic;  Geography — grades  four  to  seven;  History — grades  five 
to  seven;  Civics — grade  seven.  The  suggested  minimum  amount  of 
time  must  be  devoted  to  Health  and  Physical  Education,  Writing, 
Music,  and  Drawing  in  all  grades.     (See  page  11.) 

7.  Equipment: 

a.  At  least  three  sets  of  supplementary  readers    (20  copies  in  a  set) 

for  each  grade. 

b.  Required  number  of  maps  and  a  globe  at  least  12"  in  diameter. 

c.  Dictionaries   owned   by   all   pupils    in    grades   four    to   seven,    or    at 

least  two  dozen  dictionaries    (owned  by  school)    for  each  grade — 

four  to  seven. 
A  teacher's  desk  dictionary  in  each  grade — four  to  seven. 
One  unabridged  dictionary  for  use  in  grades  four  to  seven. 

d.  Library  of  at  least  500  volumes,  including  required  subjects. 

e.  Special  equipment  for  primary  work. 

8.  Required  permanent  records. 

9.  An  adequate,  sanitary  building. 


*  In  schools  offering  twelve  years  of  work  organization  on  the  six-year  elementary  and  six- 
year  high  school  plan  (junior  and  senior  high  school)  is  accepted.  The  seventh  school  year 
may  be   substituted   for   the   seventh   grade. 

t  The  qualifications  of  teachers  will  probably  be  raised  for  the  year  1927-28;  certainly  in  a 
few   years. 

}  While  forty  pupils  is  a  large  average,  it  may  be  necessary  in  some  grades  in  order  to 
make  the  attendance  required  by  law  for  the  whole  school  of  thirty-five  pupils  for  each  ad- 
ditional  teacher    after   the   first   four   teachers   and   one   hundred   pupils. 

If  the  average  daily  attendance  in  a  few  grades  reaches  forty-three  pupils,  this  condition 
will  be  considered  temporary  and  will  not  keep  the  school  off  the   accredited  list. 


Standards  for  Elementary  Schools 


GROUP  II— CLASS  A 

1.  A  seven-year  course  of  stud}'.* 

2.  Length  of  term.     Eight  months  or  160  days,  exclusive  of  holidays. 

3.  Number  of  Teachers.     At  least  eight  whole-time  teachers. 

4.  Qualification    of    Teachers.!      The    majority    of    teachers    must    hold    Pri- 

mary and  Grammar  Grade  Certificates.  No  teacher  shall  hold  a  cer- 
tificate lower  than  an  Elementary  Class  A.  Teachers  holding  High 
School  Certificates  may  teach  only  in  grades  four  to  seven. 

5.  Attendance.     At  least  240  pupils  in  average  daily  attendance. 

The  number  of  pupils  per  teacher  should  not  exceed  approximately 
forty  pupils  in  average  daily  attendance.? 

6.  Requirements   for   completion   of  a  standard   elementary   school   must   in- 

clude satisfactory  completion  of  the  prescribed  seven-year  course  of 
study  in  Reading,  English  (including  Language,  and  Spelling),  and 
Arithmetic;  Geography — grades  four  to  seven;  History — grades  five 
to  seven:  Civics — grade  seven.  The  suggested  minimum  amount  of 
time  must  be  devoted  to  Health  and  Physical  Education,  Writing, 
Music,  and  Drawing  in  all  grades.     (See  page  11.) 

7.  Equipment: 

a.  At  least  three  sets  of  supplementary  readers    (20  copies  in  a  set) 

for  each  grade. 

b.  Required  number  of  maps  and  a  globe  at  least  12"  in  diameter. 

c.  Dictionaries   owned   by   all    pupils    in   grades   four   to    seven,    or    at 

least  two  dozen  dictionaries    (owned  by  school)   for  each  grade — 

four  to  seven. 
A  teacher's  desk  dictionary  in  each  grade — four  to  seven. 
One  unabridged  dictionary  for  use  in  grades  four  to  seven. 

d.  Library  of  at  least  500  volumes,  including  required  subjects. 

e.  Special  equipment  for  primary  work. 

8.  Required  permanent  records. 

9.  An  adequate,  sanitary  building. 


*  In  schools  offering  twelve  years  of  work  organization  on  the  six-year  elementai-y  and  six- 
year  high  school  plan  (junior  and  senior  high  school)  is  accepted.  The  seventh  school  year 
may  be   substituted   for   the   seventh   grade. 

t  The  qualifications  of  teachers  will  probably  be  raised  for  the  year  1927-28;  certainly  in  a 
few   years. 

t  While  forty  pupils  is  a  large  average,  it  may  be  necessary  in  some  grades  in  order  to 
make  the  attendance  required  by  law  for  the  whole  school  of  thirty-five  pupils  for  each  ad- 
ditional  teacher   after   the   first   foui    teachers    and   one    hundred   pupils. 

If  the  average  daily  attendance  in  a  few  grades  reaches  forty-three  pupils,  this  condition 
will  be   considered  temporary   and   will   not  keep   the  school  off   the    accredited   list. 


10  Standards  for  Elementary  Schools 


GROUP  II— CLASS  B 

1.  A  seven-year  course  of  study.* 

2.  Length  of  Term.     Eight  months  or  160  days,  exclusive  of  holidays. 

3.  Number  of  Teachers.     At  least  seven  whole-time  teachers. 

4.  Qualification    of    Teachers. t      All    teachers    must    hold    at    least    Elemen- 

tary A  Certificates.  Teachers  holding  High  School  Certificates  may 
teach  only  In  grades  four  to  seven. 

5.  Attendance.     At  least  205  pupils  in  average  daily  attendance. 

The  number  of  pupils  per  teacher  should  not  exceed  approximately 
fortj'  pupils  in  average  daily  attendance.? 

6.  Requirements  for   completion   of  a   standard   elementary  school   must   in- 

clude satisfactory  completion  of  the  prescribed  seven-year  course  of 
study  in  Reading,  English  (including  Language  and  Spelling),  and 
Arithmetic;  Geography — grades  four  to  seven;  History — grades  five 
to  seven;  Civics — grade  seven.  The  suggested  minimum  amount  of 
time  must  be  devoted  to  Health  and  Physical  Education,  Writing, 
Music,  and  Drawing  in  all  grades.     (See  page  11.) 

7.  Equipment: 

a.  At  least  three  sets  of  supplementary  readers    (20   copies  in  a  set) 

for  each  grade. 

b.  Required  number  of  maps  and  a  globe  at  least  12"  in  diameter. 

c.  Dictionaries  owned  by  all  pupils  in  grades  four  to  seven,  or  at  least 

two  dozen   dictionaries    (owned  by   school)    for   each   grade — four 

to  seven. 
A  teacher's  desk  dictionary  in  each  grade — four  to  seven. 
One  unabridged  dictionary  for  use  in  grades  four  to  seven. 

d.  Library  of  at  least  300  volumes,  including  required  subjects. 

e.  Special  equipment  for  primary  work. 

8.  Required  permanent  records. 

9.  An  adequate,  sanitary  building. 


*  In  schools  offering  twelve  years  of  work  organization  on  the  six-year  elementary  and  six- 
year  high  school  plan  (junior  and  senior  high  school)  is  accepted.  The  seventh  school  year 
may  be   substituted   for   the   seventh   grade. 

t  The  qualifications  of  teachers  will  probably  be  raised  for  the  year  1927-28  ;  certainly  in  a 
few   years. 

t  While  forty  pupils  is  a  large  average,  it  may  be  necessary  in  some  grades  in  order  to 
make  the  attendance  required  by  law  for  the  whole  school  of  thirty-five  pupils  for  each  ad- 
ditional  teacher   after   the  first   four   teachers   and   one   hundred   pupils. 

If  the  average  daily  attendance  in  a  few  grades  reaches  forty-three  pupils,  this  condition 
will  be  considered  temporary   and  will   not  keep   the  school   off   the   accredited   list. 


COURSE  OF  STUDY 


A  unified,  carefully  graded  course  of  study  is  essential  to  effective  work. 
The  law  requires  the  teaching  of  certain  fundamental  subjects  as  they  are 
arranged,  by  grades  and  outlined  in  the  State  Course  of  Study,  in  all  seven- 
year  elementary  schools.  The  curriculum  of  an  elementary  school  which 
follows  the  State  Course  of  Study  will  be  approved. 

Every  effort  should  be  made  to  strengthen  and  supplement  the  work, 
and  to  broaden  and  enrich  the  curriculum  to  meet  the  needs  of  the  pupils 
in  giving  them  the  fundamentals  of  an  education. 

Textbooks. 

The  State  adopted  textbooks  are  required  by  law  to  be  used  in  all  the 
elementary  schools  of  the  State. 

Required  Subjects. 

The  course  of  study  must  include: 

English  (Reading,  Language,  and  Spelling) — grades  one  to  seven; 
Arithmetic — grades  one  to  seven;  Geography — grades  four  to  seven; 
History  (including  North  Carolina  History  in  the  sixth  grade)  — 
grades  five  to  seven;  Civics — grade  seven;  Elementary  Science — grade 
seven. 

The  amount  of  time  specified  is  required  to  be  given  to  the  following 
subjects: 

Health  and   Physical  Education — grades  one  to  seven,   120   minutes 

per  week. 
Writing* — grades   one   to   six,    75    minutes   per   week;    grade    seven, 

45  minutes. 
Music** — grades  one  to  seven,  75  minutes  per  week. 
Drawing — grades  one  to  seven,  60  minutes. 

Amount  of  Work  Required  by  Grades. 

The  State  Course  of  Study  is  to  be  used  as  the  basis  of  classification  of 
pupils  and  as  outlining  by  grades  the  amount  of  work  to  be  completed  in 
each  subject. 

Standard  Tests. 

It  is  urgently  recommended  that  schools  employ  measurements  in  the 
scientific  determination  of  the  results  of  teaching  and  of  the  ability  to  learn. 
Intelligence  tests,  and  Standard  Achievement  Tests  should  be  used  in  the 
classification  of  pupils,  to  reveal  individual  needs  and  to  indicate  the  progress 
of  the  class. 


*  Less  time  may  be  given  if  pujjils  measure  up  to  grade  standard  on  a  standard  writing 
scale. 

**  Music  texts  are  required.  If  the  pupils  do  not  own  them,  the  school  is  required  to 
own  at  least  two  sets  of  State  adopted  te.xts  (30  copies  each)  to  be  used  from  grade  to 
grade. 


12 


Standards  for  Elementary  Schools 


Completion  of  a  Standard  Elementary  School. 

This  includes  satisfactory  completion  of  the  prescribed  seven-year  course 
of  study  in  English,  Arithmetic,  Geography,  History  and  Civics,  w^ith  the 
specified  amount  of  time  devoted  to  Health  and  Physical  Education,  Writing, 
Music  and  Art  Education. 

Pupils  completing  the  course  in  a  standard  elementary  school  should  be 
issued  Certificates  of  Completion  which  will  entitle  them  to  enter  a  standard 
high  school  without  examination. 

SUGGESTIVE  TIME  DISTRIBUTION  TABLE 


Subjects 


ENGLisH: 

Reading  and  Literature 

Language 

Spelling 

WRiTiNGi 

ARiTHMETic 

Geography    (including   North   Carolina 
Geography)  and  Elementary  ScIence., 
HisTORY  (including  North  Carolina  His- 
tory in  sixth  grade)  and  Civics 

Health  and  PhysIcal  EDUCATioN 

Art  Education  (Fine  and  Industrial  Arts) 
Music 


G 

hades — 

VliNUTEs  PER  Week 

I 

II 

III 

IV 

V 

VI 

VII 

550 

525 

400 

300 

225 

200 

) 

100 

100 

150 

175 

175 

200 

>  400* 

50t 

75 

75 

100 

100 

100 

/ 

75 

.  75 

75 

80 

80 

75 

50 

50 

100 

150 

200 

200 

200 

240 

-§ 

-§ 

50 

150 

160 

180 

240 

-§ 

-§ 

-§ 

50 

120 

160 

240 

150 

150 

150 

150 

150 

150 

150 

75 

75 

75 

90 

90 

90 

60** 

75 

75 

75 

80 

80 

80 

80 

The  above  time  allotments  include  both  study  and  recitation  time.  Study 
time  may  be  a  part  of  the  recitation  period  or  a  separate  period  set  apart 
for  this  purpose. 

Unassigned  time   should  be   used  as  best  meets   the  needs  of  the   pupils. 

Ethics  and  Moral  Training  should  be  provided  for  in  all  grades. 


*  English    includes    Reading,    Language,    and    Spelling. 

t  Last  half  of  term. 

t  Less  time  should  be  given  by  students  measuring  up  to  grade  standard  on  a  Standard 
Writing  Scale. 

§  Frequently  included  in  language  work  and  opening  exercises.  At  other  times  special 
periods  are  used. 

**  Additional  time  (1%  to  2  hrs.)  should  be  added  if  industrial  and  practical  arts  are 
taught. 


EQUIPMENT 


SUPPLEJIENTARY  READERS 

Easy,  interesting  supplementary  reading  material  should  be  selected, 
including  children's  literature,  geography  and  travel,  history,  biography, 
science,  etc.  List  of  supplementary  readers  for  each  grade  are  given  in 
the  State  Course  of  Study  in  the  course  in  reading,  and  also  in  the  other 
subjects.  Additional  lists,  including  books  recently  published  or  especially 
recommended,  will  be  furnished  by  the  State  Department  of  Education. 

MAPS  AAD  GLOBE 

Effective  teaching  of  Geography  and  History  requires  not  only  reference 
and  supplementary  reading  material,  but  an  adequate  number  of  maps  and 
charts,  together  with  the  constant  use  of  a  globe.  The  requirements  for 
use  in  grades  four  to  seven  are  as  follows; 

Globe. 

At  least  12"  in  diameter  (preferably  a  suspension  globe). 

Maps. 

A.  Physical  Series: 

World  on  Mercator's  Projection  Asia 

United   States  Africa 

North    America  Australia 

South  America  Eastern  Hemisphere 

Europe  Western  Hemisphere 

At  least  five  of  the  above  are  required. 

B.  Blackboard  Outline  Series: 

At  least  three  under  A  above  are  required. 

C.  Political  Series: 

At  least  one  set  of  seven  maps  under  A  are  required. 
Also  good  map  of  North  Carolina. 

D.  Historical  Series;  Atlas: 

An   atlas    and   a   good   series    of   charts    for    American    History   are 
recommended,  not  required. 
Each  map  should  be  mounted  on  a  spring  roller  with  a  board  back,  or  in 
an  individual  or  group  case. 

LIBRARY 
Requirements. 

A  carefully  selected,  well  organized  library  is  vital  to  the  success  of  the 
work  of  a  school.  The  number  of  library  books  required  in  standard 
schools  is:  Group  I — Class  A,  700  volumes;  Group  I — Class  B,  500  vol- 
umes; Group  II — Class  A,  500  volumes;  Group  II — Class  B,  300  volumes. 
The  library  must  include: 

100  volumes  of  standard  literature  for  children. 
20  volumes  of  poetry. 

50  volumes  of  reference  and  supplementary  material  in  geography  (in- 
cluding  travel,    exploration,    discoveries,    industries,    inventions, 
nature  and  science) — for  use  in  grades  four  to  seven. 
50  volumes  of  reference  and  supplementary  material  in  history  and 
civics    (including  biography) — for  use  in  grades  four  to  seven. 


Note.      See   bulletin,    "List   of    Library   Books  for   Elementary    Schools."      State   Department 
of   Education.      Books    on    all   subjects    are  given   by    grades. 


14  Standards  for  Elementary  Schools 

Grade  libraries  of  twenty  to  forty  of  the  library  books  are  required  in 
each  of  the  first  three  grades.  Grade  libraries  are  recommended  for  all 
grades. 

Schools  are  urged  to  subscribe  to  several  children's  magazines,  especially 
the  National  Geographic. 

Use  of  Library.  * 

Loan  System:  A  charging  system  should  be  kept,  preferably  by  means 
of  cards.  (See  State  Bulletin,  "List  of  Library  Books  for  Elementary 
Schools,"  pages  S  and  9.  Supplies  may  be  purchased  from  Gaylord  Bros., 
Syracuse,  N.  Y.) 

Records:     The  following  records  and  information  should  be  kept: 

1.  Accurate    and    up-to-date    accession    record    of    all    the    books    in    the 

library  in  a  Standard  Accession  Book.* 

2.  Number  of  volumes  in  library — (a)    at  beginning  of  year;    (b)    num- 

ber added  during  year;    (c)  total  number  to  date. 

3.  Record    of   use   of   libraryt — total    number    of    borrowers;    total   num- 

ber of  volumes  loaned  during  the  year. 

4.  Grade  libraries — number  of  books  distributed  to  each  grade. 

5.  A  permanent  record  of  each  pupil's  library  reading. 

6.  Amount  of  money  spent  for  new  books — there  should  be   an  annual 

library  appropriation. 

7.  Number   of   magazines   taken.      (See   State  Library   Bulletin   for   sug- 

gested list.) 

8.  Record    of    library    service — time    given    per    week    by    teacher-libra- 

rian or  regularly  employed  librarian. 
Classification:     The  books  in  the  library  should  be  classified  by  a  stand- 
ard library  classification. 

Library  Room. 

Standards  for  a  library  room  and  equipment  are  given  on  page  20.  Ade- 
quate shelving  should  be  provided.  The  elementary  books  should  be  shelved 
apart  from  the  high  school  books. 

SPECIAL  PRIMARY  EQUIPMENT 

Special  equipment  is  necessary  for  effective  work  in  the  primary  grades. 
The  minimum  amount  required  is  as  follows: 

I.    General  Equipment. 

The  following  are  required: 

1.  Recitation  chairs   (15  to  20)   in  the  first  grade. 

2.  Grade  library  (20  to  40  books)   in  each  grade — one  to  three. 

3.  Printing  press   (large  type  for  charts)   and  a  supply  of  tagboard. 


*  This  is  a  numerical  list  of  the  books  in  the  library  in  the  order  in  which  they  are  added 
to  the  library.  This  list  should  be  kept  in  a  separate  book  from  the  high  school  list.  A 
Standard  Accession  Book  of  one  thousand  lines  may  be  purchased  from  Gaylord  Bros. 
Price  $1.25. 

t  The  total  number  of  borrowers  consists  of  the  total  number  of  children  who  borrowed 
books.  The  total  circulation  is  obtained  by  counting  the  total  number  of  times  each  book 
was  loaned.  Count  the  book  cards  at  the  close  of  each  day  before  filing  them.  This  gives 
the  total  number  of  books  loaned  each  day.  The  total  for  the  month  and  the  year  is  com- 
piled from  the  daily  record.  A  book  designed  for  keeping  this  record  (entitled  "Record 
of   Books  Borrowed")    may   be   bought   from  Gaylord   Bros.      Price   40    cents. 


Standards  for  Elementary  Schools  15 

II.  Reading:  Equipment. 

The  following  are  required: 

1.  Set  of  Phrase  Cards  for  first  basal  primer  and  first  reader. 

2.  Set  of  Word  Cards  for  first  basal  primer  and  first  reader. 

3.  Complete  set  of   Phonic  Cards   for  the  phonic  facts  to   be  taught  in 

the  first,  second,  and  third  grades. 

4.  Silent   Reading  Material — for   use  in   grades  one   to  three — including 

some  of  the  following: 
Action     Sentences;     Directions;     Questions;     Completion     Exer- 
cises; Group  Project  Playlets;   Silent  Reading  Lessons. 

5.  Seatwork  Material — for  use   in  grades  one  to  three — including  some 

of  the  following: 

Word  Cards  for  Sentence  Building;  Word  Matching  (Self 
Verifying  Busy  Work);  Silent  Reading  Seatwork  (Stories, 
Words,  Projects  to  Illustrate,  Silent  Reading  Language  Cards, 
Picture  Building);    Classifying  Words;    Phonetic   Seatwork. 

Recommended : 

Chart  for  first  basal  primer;  Mother  Goose  Charts. 

Sentence  Strips. 

Phrase  Cards  for  oft-recurring  phrases  and  those  needing  special  drill — 
for  the  first  basal,  second  and  third  readers. 

Word  Cards  for  the  words  needing  special  attention  (those  most  essen- 
tial to  the  child's  reading  vocabulary  and  those  difficult  because  of 
form)  in  the  first  basal,  second  and  third  readers. 

Nursery  Rhyme  Sheets;   Chart  Racks. 

Phonetic  Drill  Charts;   Story  Building  Blocks. 

Note.      Some  materials   may   be  bought;    others  made.      See   page   21   for   suggestions. 

III.  Arithmetic  Equipment, 

Some  materials  under  each  of  the  following  heads  are  required: 

1.  Objects   for  counting  and  grouping:      Splints    (1,000   or   more — 4"    to 

5");   Numeral  Frame;   Blocks;   Beads. 

2.  Measures:      Rulers    (1    dozen    each    grade)  ;    Yard    Sticks    (one    each 

grade);  One  Set  Liquid  Measures  for  use  in  grades  one  to  three. 

3.  Number   Cards    and    Games — for    combination    and    four    fundamental 

processes;     seatwork    material    for    counting,    combinations    and 
fundamental  processes. 

Note.      All  the  materials  listed  above  may  be  purchased.      Many  of  them  can  be  made.      See 
page  21  for  suggestions. 

IV.  Materials  for  Drawing',  Cutting,  Construction. 

The  following  are  required: 

Scissors — at  least  four  dozen  pair  for  use  in  grades  one  to  three. 
Manilla  Drawing  Paper — adequate  supply  for  each  grade   (one  to  three). 
Crayola — a  box  per  child  (grades  one  to  three). 

Newspaper  Paper  (unprinted) — adequate  supply  for  first  and  second 
grades. 

Note.      Children   may  pay   for   use   of  these  materials. 


16  Standards  for  Elementary  Schools 

Recommended: 

Colored  Construction  Paper — adequate  supply  for  grades  one  to  three. 
Clay  or  Plasticene — adequate  supply. 

Tools — small,  strong  saws;   small,  large-headed  hammers;   nails,  varying 
sizes;  tacks;  1  vise;   1  screwdriver. 

V.   Equipment  for  IVritten  Work — ^Recommended : 

Uniform  materials  for  all  written  work  (paper  of  proper  width  ruling 
and  pencils  of  proper  size)  are  recommended.  Schools  can  easily  order 
these  materials  and  sell  them  to  pupils. 

Grade  I: 

Paper — (a)   Unruled,      unglazed      (unprinted     newspaper     paper) — first 
used.     Suggested   size    of  sheets   5"x20".     Teacher   may 
fold  two-inch  creases  for  lines, 
(b)   Wide-ruled    unglazed   paper — one-Inch  ruling. 
Pencil — large  size:   "Beginner's  Pencil." 
Grade  II: 

Paper — unglazed;    five-eighths-inch  ruling. 
Pencil — ordinary  size,  medium  soft,  large  lead. 

Grade  III: 

Paper — (a)   Rough  surface;    one-half-inch  ruling. 

(b)   Quality  that  will  take  ink  well;    one-half-inch  ruling. 

Pencil — ordinary  size,  medium  soft. 

Penholder — medium  size  with  cork  or  rubber  tip. 

Pen — with  rounded  point. 
(See  page  21  for  suggestions  for  ordering.) 

ADDITIONAL  EQUIPMEJfT  RECOMMENDED 

(Grades  One  to   Seven) 

I.  General  Equipment: 

United  States  Flag  (large  size  for  flag  pole,  small  one  for  each  grade). 

North  Carolina  Flag. 

Recitation  chairs  for  second  and  third  grades. 

Victrola  and  suitable  records;   Piano. 

Pictures;  Mother  Goose  pictures  by  Jessie  "Wilcox  Smith.     Copies  of  great 

pictures — for  schoolroom  and  picture  study. 
Scales  for  weighing  pupils. 
Bulletin  Board;  Sand  Table;  Playground  Apparatus. 

II.  Standard  Tests; 

Intelligence  Tests. 
Achievement  Tests  in  subjects. 


RECORDS  AND  REPORTS 


Pupil's  IndiTidiial  Permanent  Kecord. 

All  standard  elementary  schools  are  required  to  keep  a  complete,  accu- 
rate, cumulative  scholastic  and  attendance  record  for  each  child,  including 
his  final  standing  and  location  by  grade.  An  elementary  school  register  with 
detachable  sheets  is  issued  by  the  State  Department  of  Education  for  this 
purpose.  The  individual  record  sheets  should  be  detached,  placed  in  en- 
velopes at  the  end  of  the  year  and  permanently  filed.  A  supply  of  these  in- 
dividual manila  envelopes  may  be  purchased  from  Barrett  Printing  Co., 
Wilson,  N.  C.  Only  one  envelope  will  be  needed  for  each  pupil  as  long  as  he 
remains  in  school. 

Annual  Report. 

An  annual  report  to  the  State  Superintendent  of  Public  Instruction  is 
required  of  all  standard  schools.  This  report  will  call  for  the  following 
information: 

1.  Statement  of  the  organization  of  the  school. 

2.  Record  of  the  enrollment,  attendance,  and  promotions  of  each  grade. 

3.  Summary  of  the  work  by  grades. 

4.  Record   of  the  certification,  training,   experience,  and   position   held  by 

each  teacher. 

5.  Report  of  the  equipment  required  in  a  standard  school. 

6.  Report  on  building. 

It  will  be  necessary  for  the  school  to  keep  an  accurate  record  of  these  items. 

A  School  Should  Also  Have  on  Hand: 

Individual  School  Census  Cards. 

Copies  of  all  Teachers'  and  Principals'  Reports  required  by  city  or  county 
school  authorities. 


BUILDING 


A  modern,  sanitary  building  should  be  provided,  including: 

An  adequate  number  of  classrooms  of  proper  size,  properly  lighted,  properly 
heated,  and  well  ventilated. 

At  least  a  seat  of  suitable  size  for  every  child  In  average  daily  attend- 
ance; adequate  blackboard  facilities;  adequate,  well  ventilated  cloakroom 
space;  and  adequate  library  facilities. 

Sanitary  water  supply  with  drinking  and  lavatory  facilities;  sanitary 
toilet   facilities. 

Building  and  grounds  kept  in  good  condition. 

Water  sxipi^ly  and  seioage  disposal  to  he  approved  by  State  Board  of  Health. 

The  State  Board  of  Health  has  agreed  to  approve  the  water  supply  and 
sewage  systems   of  schools. 

If  the  water  supply  and  toilet  facilities  in  buildings  now  in  use  are  not 
sanitary  and  adequate,  these  features  must  be  approved  by  the  State  Board 
of  Health. 

Plans  and  specifications  for  the  water  supply  and  pumping  equipment 
and  for  the  sewage  disposal  plant  in  all  new  buildings  should  be  prepared 
by  the  architect  and  submitted  to  the  State  Board  of  Health  for  approval 
before  construction  is  started  or  contract  let  for  these  features.  After  the 
equipment  is  installed,  a  detailed  report  upon  it  should  be  submitted  to  the 
State  Board  of  Health  by  the  architect,  to  be  verified  and  filed  for  future 
reference. 

Building  Standards.* 

The   building   standards    which   best    provide    these    conditions    are    given 
below.     Every  effort  should  be  made  to  meet  them. 
1.     Adequate  number  of  classrooms: 

a.  Size:     There  should  be  at  least  fifteen  square  feet  of  floor  space 

and  200  cubic  feet  of  air  space  per  child.     A  classroom  should 
be  22  feet  wide  by  30  feet  long  and  12  feet  high. 

b.  Lighting: 

Lighting  from  left  only,  or  from  left  and  rear,  with  at  least 
one-fifth  window  area  to  floor  space. 

Classrooms  should  receive  east  or  west  light.  Windows 
should  be  grouped  in  batteries  of  five  or  six  units,  at  least 
five  feet  from  front  wall,  with  the  narrowest  possible  mul- 
lions.  All  windows  should  be  approximately  four  feet  from 
the  floor,  extending  as  near  the  ceiling  as  possible,  and  the 
distance  from  the  floor  to  the  top  of  the  windows  should  be 
one-half  the  width  of  the  room. 

Shades:  Translucent  shades  should  be  used.  They  should  be 
adjustable  and  should  be  hung  from  the  center  of  the  win- 
dow.    They  should  be  light  tan  or  cream. 

Walls:  These  should  be  light  tan,  cream,  or  buff,  and  the 
ceiling  should  be  old  ivory  or  cream.  In  rooms  full  of 
sunlight  the  walls  may  be  light  gray  or  gray-green.  Noth- 
ing darker  than  a  weathered  oak  stain  should  be  used  for 
the  woodwork;  light  or  golden  oak  preferred.  See  "Color 
Card"  of  State  Department  of  Education. 


Prepared   by  The  Division   of  Schoolhouse  Planning,    State  Department  of   Education. 


Standards  for  Elementary  Schools  19 

c.  Heating  and  Ventilation: 

There  should  be  an  adequate  central  heating  plant.  The  best 
service  is  obtained  from  a  low-pressure  steam  or  vapor  sys- 
tem, with  the  recognized  amount  of  radiating  surface. 

Adequate  window  ventilation  is  satisfactory.  An  adequate 
fan  system  of  ventilation  insures  fresh  air. 

d.  Seating: 

Only  single  desks  of  proper  sizes  for  the  pupils  should  be 
used. 

Types: 

Movable,  adjustable  chair  desks. 

Adjustable  desks  of  suitable  size  and  properly  adjusted. 

Non-adjustable    desks   of    proper    size    to    fit    the    children. 

Desks  of  only  one  size  should  be  placed  in  a  row  from 
front  to  back.  In  measuring,  the  proper  distance  apart  from 
the  edge  of  the  desk  to  the  back  of  the  seat,  the  following  will 
be  a  guide: 


Numbe7- 

Distance 

Age  of 

of  Desks 

Apart 

Children 

Grades 

6 

9  inches 

6  and  7 

1  and  2 

5 

9  inches 

8  and  9 

2  and  3 

4 

10  inches 

10  and  11 

3,  4,  and  5 

3 

11  inches 

12  and  13 

4,  5,  6,  and  7 

2 

12  inches 

14  and  above 

7  and  8 

There  should  be  an  aisle  between  the  row  of  desks  and  the 
wall  not  less  than  24  Inches  wide,  and  between  the  rows  not 
less  than  20  inches  wide. 

Movable  furniture  is  especially  recommended  for  first  grade: 
Tables  and  chairs,  or  movable  chair  desks. 

When  stationary  desks  are  used  a  table  and  chairs  for  group 
work  should  be  provided. 

Blackboard  Facilities: 

Blackboards  three  to  three  and  one-half  feet  in  width  should 
be  placed  at  the  front  of  the  room  and  on  the  side  to  the 
right  of  the  children  seated.  The  height  from  the  floor 
should  be — 

24  inches — grades  one  to  three. 
26  inches — grades  four  to  five. 
28  Inches — grades  six  and  seven. 

The  minimum  for  each  classroom  is  30  linear  feet.  The  best 
quality  of  slate  is  the  standard;  otherwise,  the  best  grade 
of  Hyloplate  or  equal.  Composition  boards  or  painted 
walls  are  unsatisfactory  and  should  not  be  used. 

Cloakrooms:  A  cloakroom  with  at  least  one  good  window 
should  open  into  the  classroom.  The  hooks  should  be  suffi- 
ciently low  for  the  use  of  the  little  children.  Racks  for  lunch 
boxes  should  be  provided.  Lockers  are  often  used  in  place  of 
cloakrooms. 


20  Standards  for  Elementary  Schools 

2.  Library. 

An  attractive  properly  equipped  library  is  an  important  part  of 
every  school.  "Physical  Standards  for  Libraries"  are  given  in 
the  North  Carolina  Library  Commission  Bulletin  No.  5,  Vol.  10; 
and  in  the  pamphlet,  "The  High  School  Library,"  published  by 
the  University  of  North  Carolina.     (Both  bulletins  are  free.) 

A  bookcase  is  needed  in  each  classroom.  A  built-in  bookcase  is 
especially  desirable.  (See  page  13  of  the  State  Bulletin,  "List  of 
Library  Books  for  Elementary  Schools.") 

A  reading  table  in  the  classroom  is  very  useful,  especially  in  the 
primary  grades. 

3.  Building  and  Grounds. 

The  building  should  be  kept  clean  and  in  good  repair. 

The  grounds  should  be  well  drained  and  all  improvements  should 
conform  to  a  blueprint  plan  of  walks  and  drives  and  a  planting 
of  shrubbery  and  flowers,  suitable  to  the  locality.  Information 
and  help  may  be  secured  from  the  University  of  North  Carolina 
Extension  Service,  the  State  Department  of  Education,  and  the 
State  Department  of  Agriculture. 

4.  Sanitary  Water  Facilities. 

a.  Water   Pressure   System:      The   water   supply  to   be   used   in   all 

school  buildings  should  be  the  public  municipal  supply  where 
such  is  available.  Where  such  is  not  available,  a  drilled 
well,  securing  water  from  deep-seated  underground  sources, 
must  be  constructed.  A  small  motor  with  pump  and  pressure 
tank  attachment  is  satisfactory  for  providing  running  water. 
Samples  of  the  water  should  be  submitted  to  the  State  Labor- 
atory of  Hygiene  for  test  at  least  once  a  month. 

b.  Drinking  Fountains:     Drinking  water  should  be  accessible  only 

from  sanitary  bubbling  drinking  fountains  in  playgrounds 
and  corridors — of  type  which  will  not  permit  water  that  has 
touched  lips  to  fall  back  upon  the  stream. 

c.  Lavatories:     Suitable     lavatories     of     convenient     height;     soap 

(preferably  liquid)    and  tissue  paper  toweling  are  essential. 

5.  Sanitary  Toilet  Facilities. 

Adequate,   well   ventilated   toilets  and   sewerage   disposal   system    or 

sewer    connection,   which   meet  requirements    of   the    State    Board 

of  Health,  must  be   provided.  Toilets  to  be  kept  in  good   condi- 
tion. 

6.  Provision    for    fire    protection    should    meet    the    requirements    of    the 

State  Department  of  Insurance. 


SUGGESTIONS  FOR  SECURING  SPECIAL  PRIMARY 
EQUIPMENT 


Keading  Equipment.     (Listed  on  page  15.) 

Phrase  Cards  for  the  first  basal  primer  and  also  for  the  first  basal  first 
reader  may  be  purchased  from  the  publishers  of  the  State-adopted  readers. 

Word  Cards  for  the  first  basal  primer  and  first  reader  may  be  secured 
from  the  publishers  or  made. 

Phonic  Cards  may  be  bought  from  the  publishers  of  the  basal  books. 
The  complete  set  should  include  the  phonetic  facts  to  be  taught  in  the  first, 
second,  and  third  grades.  It  may  be  necessary  to  make  a  few  additional 
cards. 

Silent  Reading  Materials  may  be  purchased  from  Ginn  &  Co.,  70  Fifth 
Ave.,  New  York  (Horn  Shields  Silent  Reading  Flash  Cards);  The  Ply- 
mouth Press,  7850  Lowe  Ave.,  Chicago,  111.;  Wheeler  Publishing  Co.,  352 
East  22d  St.,  Chicago,  111.;  Johnson  Publishing  Co.,  Richmond,  Va.;  Milton 
Bradley  Co.,  Atlanta,  Ga. 

Excellent  directions  for  making  materials  for  silent  reading  lessons  are 
given  in  "How  to  Teach  Silent  Reading  to  Beginners,"  by  Watkins,  J.  P. 
Lippincott  Company,  Philadelphia;  Teachers'  Primary  Manuals  for  "The 
Boys'  and  Girls'  Readers,"  by  Bolenius,  Houghton-Mifflin  Co.,  New  York; 
and  "Reading  in  the  St.  Cloud  Public  Schools,  Grades  One  to  Six,"  by  Hil- 
pert.  Board  of  Education,  St.  Cloud,  Minn.;  "Educative  Equipment  for 
Rural  Schools,"  by  Dunn,  Teachers'  College,  Columbia  University,  New 
York. 

Seatwork  Materials  may  be  purchased  from  the  firms  listed  above.  Ad- 
ditional ones  are  Laidlaw  Bros.,  New  York;  and  Harter  School  Supply  Co., 
Cleveland,  Ohio;  Edward  Babb  &  Co.,  Boston;  A.  Flanagan  Co.,  Chicago; 
Beckley-Cardy  Co.,  Chicago;  J.  S.  Latta,  Cedar  Falls,  Iowa;  J.  L.  Ham- 
mett,  Cambridge,  Mass.;  Southern  School  Supply  Co.,  Raleigh;  Virginia  School 
Supply  Co.,  Richmond,  Va. 

Excellent  directions  for  making  seatwork  materials  may  be  found  in 
"The  Teaching  of  Seatwork,"  Avis  Westcott,  4725  South  Aldrich,  Minne- 
apolis, Minn.,  and  Dunn's  Educative  Seatwork,  State  Normal  School,  Farm- 
ville,  Va. 

Arithmetic  Equipment.     (Listed  on  page  15.) 

Materials  may  be  purchased  from  firms  listed  under  "Reading  Equip- 
ment." Many  of  them  can  be  made.  Excellent  suggestions  are  given  in 
Stone's  "How  to  Teach  Primary  Number,"  Benj.  Sanborn  &  Co.,  New  York, 
and  "Primary  Number  Projects,"  by  Losh  and  Weeks,  Houghton-Mifflin 
Co.,  New  York. 

Equipment  for  Written  Work. 

The  materials  for  written  work  listed  on  page  16  may  be  secured  from 
the  following  firms: 

Paper — (Practice  Paper;  Tablets;  Composition  Books)  — 
Zaner  &  Bloser  Co.,  Columbus,  Ohio. 
J.  C.  Blair  Company,  Huntingdon,  Penn. 
Roberts  &  Meek,  Harrisburg,  Penn. 
Pencils — 

Dixon  Pencil  Company,  New  York. 
Eagle  Pencil  Company,  New  York. 


22  Standakds  for  Elementary  Schools 


REPORT  ON  STAJNDARDIZATION  OF  ELEMENTARY 
SCHOOLS  FOR  1925-1926 


Special 
Charter 

Total 

184 

488 

50 

113 

134 

375 

57 

214 

57 

120 

8 

15 

10 

18 

2 

8 

In 

Counties 

Number  of  schools  which  qualify  on  basis  of  num- 
ber of  teachers  and  length  of  term 304 

Number  of  standard  schools 63 

Number  which  did  not  become  standard 241 

Items  which  kept  schools  from  qualifying: 

1.  Teacher's  certificates*   157 

2.  Equipment 63 

3.  Course   of    Study* 7 

4.  Building  Conditions* 8 

5.  Attendance* 6 

241  134  375 

Total  Number  of  Schools  Inspected,  165. 

Report  of  Libraries  in  Standard  Schools 

No.   Schools  No.    Vols,    before        No.  Vols,  in  library 

school    iras   accredited  at  p}-esent 

County    63  9,992  34,379 

City  50  29,755  53,793 

Total  113  39,747  88,172 

Total  Number  of  Borrowers 31,475 

Total  Number  of  Volumes  Loaned 254,077 

Reported  by  seventy-three  of  these  schools. 

Great  credit  and  honor  are  due  the  schools  which  became  standard  this 
year.  Many  of  them  began  early  in  September  to  strengthen  their  courses 
of  study  and  to  secure  the  necessary  equipment.  Superintendents,  super- 
visors, principals,  teachers,  and  pupils  worked  with  untiring  efforts. 

The  outlook  for  next  year  is  most  encouraging,  for  many  schools  through- 
out the  State  have  begun  to  build  up  libraries,  to  secure  the  sets  of  supple- 
mentary readers,  and  to  provide  for  physical  education,  music,  and  art  in 
their  courses  of  study,  so  that  this  fall,  with  teachers  who  hold  the  proper 
certificates,  they  will  be  ready  to  do  more  effective  work  and  become  ac- 
credited   in    1926-27. 


Most   of   these    schools   also   lacked   equipment. 


Standards  for  Elementary  Schools 
STANDARD  ELEMENTARY  SCHOOLS,  1925-1926— RURAL 


23 


County— Schools 


BUNCOMBE: 

Grace 

Swannanoa 

Fairview 

West  Buncombe 

BiJtmore 

Woodfin.  _ - 

Black  Mountain- 

Candler 

Wea  ver  vil  le 

CATAWBA: 

Long  view 

DAVIDSON: 

Churchland 

DUPLIN: 

Magnolia 

DURHAM: 

West  Durham,  N 

West  Durham,  S 

East  Durham _ 

GASTON: 

Ranlo 

Belmont  (Central  School) 

GRANVILLE: 

Creedmoor 

GREENE: 

Walstonburg 

GUILFORD: 

Gibsonville 

Bessemer 

Sumner 

Guilford  College 

HARNETT: 

Erwin 

HAYWOOD: 

Waynesville 

HENDERSON: 

East  Flat  Rock 

HOKE: 

Raeford 

JACKSON: 

Sylva 

Cullowhee 


Group 


Class 


I 

B 

II 

B 

II 

B 

II 

B 

I 

B 

I 

A 

II 

B 

II 

B 

II 

B 

I 

A 

I 

A 

I 

A 

II 

B 

I 

B 

II 

B 

II 

B 

II 

B 

II 

B 

24  Standards  fok  Elementary  Schools 

STANDABD  ELEMENTARY  SCHOOLS,  1925-1926— RURAL— Continued 


County— Schools 

Group 

Class 

MACON: 

II 

II 
II 

II 
II 

I 

II 
II 
II 
II 
II 
II 
II 

II 
II 

II 
II 

I 

II 

II 

I 

II 

I 
II 

I 
I 

II 

II 
II 
II 
II 
II 

II 
II 

B 

MARTIN: 

B 

Oak  City 

B 

Mcdowell  : 

A 

Clinchfield... 

A 

MECKLENBURG: 

North  Charlotte 

B 

A 

A 

A 

A 

B 

B 

B 

MITCHELL: 

Spruce  Pine         .     ..  ._ 

B 

Bakersville 

B 

NASH: 

Middlesex         . 

B 

Nashville  -. --                     .                           -  _  

A 

B 

PENDER: 

B 

RICHMOND: 

Ellerbe 

A 

ROBESON: 

B 

ROCKINGHAJM: 

RufEn     -   -       _   .   -  -   

B 

RUTHERFORD: 

Caroleen _  - -  --  

B 

B 

B 

Spindale    - - - 

B 

UNION: 

B 

WAKE: 

A 

Cary                                                                                 

A 

B 

B 

Wendell                    .  .              .                 

B 

WAYNE: 

B 

Pikeville                                                                     

B 

Standards  for  Elementary  Schools  25 

STANDAKD   ELEMENTARY   SCHOOLS,  1925-1926— SPECIAL   CHARTER 


Special  Charter  Schools 


BENSON 

BURLINGTON: 

Broad  Street. 

CHAPEL  HILL 

CHARLOTTE: 

Dilworth 

Fourth  Ward 

Third  Ward 

CHERRYVILLE... 

DURHAM: 

Edgemont 

Fuller 

Morehead 

North  Durham  and  Watts  Street 

FRANKLINTON 

FREMONT 

GIBSON 

GREENSBORO: 

Caldwell  and  Spring  Street 

Aycock,  Cypress,  Simpson 

Mclver 

GREENVILLE: 

Evans  Street,  West  Greenville,  Intermediate,  Model 

HAMLET: 

Hamlet  Avenue  and  Vance  Street 

HENDERSON: 

Central 

HENDERSONVILLE 

HICKORY: 

North 

South 

West 

HIGH  POINT: 

Emma  Blair. _ _. 

MAXTON 

MEBANE 

MOCKSVILLE 


Group 


Class 


26 


Standards  for  Elementary  Schools 


STANDARD  ELEMENTARY  SCHOOLS,  1925-1926— SPECIAL 
CHARTER— Continued 


Special  Charter  Schools 


MONROE 

MOREHEAD  CITY 

MOUNT  AIRY: 

Rockford  and  North  Main 

NEW  BERN: 

Central,  Ghent,  Riverside- 

NORTH  WILKESBORO 

OXFORD 

ROCKINGHAM 

SPRING  HOPE 

STATE  SVILLE: 

East 

South  and  West 

TARBORO 

WARSAW 

WILMINGTON: 

Cornelius  Harnett 

Hemenway 

Isaac  Bear 

Tileston... 

William  Hooper_ 

WINSTON: 

Wiley 


Group 


Class 


*y 


¥ 


